Literaturnachweis - Detailanzeige
| Autor/inn/en | Jones, Ann; Gaved, Mark; Kukulska-Hulme, Agnes; Scanlon, Eileen; Pearson, Charlie; Lameras, Petros; Dunwell, Ian; Jones, Jan |
|---|---|
| Titel | Creating Coherent Incidental Learning Journeys on Smartphones Using Feedback and Progress Indicators: The SCAMP Framework |
| Quelle | In: International Journal of Mobile and Blended Learning, 6 (2014) 4, S.75-92 (18 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1941-8647 |
| DOI | 10.4018/ijmbl.2014100105 |
| Schlagwörter | Incidental Learning; Handheld Devices; Telecommunications; Feedback (Response); Progress Monitoring; Electronic Learning; Foreign Countries; Computer Oriented Programs; Immigrants; Models; Informal Education; Reflection; Case Studies; European Union |
| Abstract | Although the motivating role of feedback and progress indicators is understood in formal learning, their role in supporting incidental mobile learning is less well understood. In this paper we argue that well-designed feedback and progress indicators (FPIs) offer guidance and structure that may encourage mobile app users to move from fragmented learning episodes towards a longer term, reflective learning journey. Drawing from relevant literature we consider how FPIs can be used in the EU-funded MASELTOV project which explores how a suite of smartphone apps can support recent immigrants to Europe to become integrated in their new cities. These apps allow learning episodes to be part of daily activities and interactions. The authors discuss what kinds of FPIs should be provided and introduce the SCAMP model which emphasises five types of FPIs--Social, Cognitive, Affective, Motivational and Progress. Finally, the authors provide examples of FPIs that will be used in the MASELTOV project. (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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